Gast, Anne (2014). What Is Learned, and When? Commentary on The Musical Stroop Effect: Opening a New Avenue to Research on Automatisms'' by L. Gregoire, P. Perruchet, and B. Poulin-Charronnat (Experimental Psychology, 2013, Vol. 60, pp. 269-278). Exp. Psychol., 61 (1). S. 71 - 75. GOTTINGEN: HOGREFE & HUBER PUBLISHERS. ISSN 2190-5142

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Abstract

In the musical Stroop task, which has recently been introduced by Gregoire, Perruchet, and Poulin-Charronat (2013), participants respond to note names that are placed inside musical notes. Musicians respond more slowly to note names that are incongruent with the note than to note names that are congruent with the note. Gregoire et al. propose to use this task to study the acquisition of automaticity by relating musical Stroop effects to the amount of musical experience. I discuss some caveats that have to be considered for these types of analyses. Specifically, I focus on how different contingencies in the learning situation relate to the Stroop effect and on the question whether a long-term perspective is suitable for studying the acquisition of automaticity.

Item Type: Journal Article
Creators:
CreatorsEmailORCIDORCID Put Code
Gast, AnneUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
URN: urn:nbn:de:hbz:38-452135
DOI: 10.1027/1618-3169/a000206
Journal or Publication Title: Exp. Psychol.
Volume: 61
Number: 1
Page Range: S. 71 - 75
Date: 2014
Publisher: HOGREFE & HUBER PUBLISHERS
Place of Publication: GOTTINGEN
ISSN: 2190-5142
Language: English
Faculty: Unspecified
Divisions: Unspecified
Subjects: no entry
Uncontrolled Keywords:
KeywordsLanguage
INTERFERENCEMultiple languages
Psychology, ExperimentalMultiple languages
URI: http://kups.ub.uni-koeln.de/id/eprint/45213

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